Representation Construction to Support Conceptual Change

Authored by: Russell Tytler , Vaughan Prain

International Handbook of Research on Conceptual Change

Print publication date:  June  2013
Online publication date:  July  2013

Print ISBN: 9780415898829
eBook ISBN: 9780203154472
Adobe ISBN: 9781136578212

10.4324/9780203154472.ch29

 Download Chapter

 

Abstract

Despite extensive contributions to this field over the past 20 years, the fundamental issue of identifying and enacting effective instructional processes to achieve student mastery of concepts remains an ongoing concern in science education research (Taber, 2011; Treagust & Duit, 2008; Tytler & Prain, 2010; Vosniadou, 2008b). This pedagogical challenge persists for various reasons. Recent claims about the formation of concepts and the nature of conceptual learning from (a) cognitive science perspectives (diSessa, 2008) and (b) semiotic and discursive frameworks (Jewitt, 2008; Lemke, 2004; Mercer, 2008; Prain & Tytler, 2012; Tobin, 2008) challenge past accounts of causal mechanisms for this learning. Further, a growing range of contextual factors and cognitive/affective processes has been identified as influencing student learning generally, and science in particular (Barsalou, 2008; Jakobson & Wickman, 2008; Klein, 2006; Wells, 2008). At the same time, science learning outcomes based on conceptual change approaches continue to fall short of systemic expectations (Duit, 2009), suggesting the need for new, or modified, or more widely adapted successful classroom practices.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.